Development Of School Education Research Articles

Objectives and content of teaching foreign languages at the present stage of development of school education

Learning a foreign language, due to the social nature of the language as a repository and reflection of national culture, is inconceivable without simultaneously studying the culture of the country of the language being studied, which necessitates the inclusion of regional geographic materials in the educational process as an essential component of the content of teaching a foreign language. The ability to understand a foreign language culture is ensured by the presence of background knowledge in the linguistic consciousness of the speaker. In the absence of a language environment, the accumulation of background knowledge occurs mainly through reading. In the process of reading, both explicit and implicit information is updated, therefore, in the complex activity of reading in a foreign language, we can distinguish the regional geographic component of the lexical reading skill, the formation of which ensures the accumulation of background knowledge

Objectives and content of teaching foreign languages at the present stage of development of school education

Learning a foreign language, due to the social nature of the language as a repository and reflection of national culture, is inconceivable without simultaneously studying the culture of the country of the language being studied, which necessitates the inclusion of regional geographic materials in the educational process as an essential component of the content of teaching a foreign language. The ability to understand a foreign language culture is ensured by the presence of background knowledge in the linguistic consciousness of the speaker. In the absence of a language environment, the accumulation of background knowledge occurs mainly through reading. In the process of reading, both explicit and implicit information is updated, therefore, in the complex activity of reading in a foreign language, we can distinguish the regional geographic component of the lexical reading skill, the formation of which ensures the accumulation of background knowledge.

РОЗВИТОК СУСПІЛЬНО-ПОЛІТИЧНОГО УСТРОЮ КАНАДИ НА ПОЧАТКУ ХІХ СТОЛІТТЯ ТА ЙОГО ВПЛИВ НА РОЗВИТОК ШКІЛЬНОЇ ОСВІТИ

РОЗВИТОК СУСПІЛЬНО-ПОЛІТИЧНОГО УСТРОЮ КАНАДИ НА ПОЧАТКУ ХІХ СТОЛІТТЯ ТА ЙОГО ВПЛИВ НА РОЗВИТОК ШКІЛЬНОЇ ОСВІТИ

СТРАТЕГІЯ І ТАКТИКА ДЕРЖАВНОЇ ПОЛІТИКИ НЕЗАЛЕЖНОЇ УКРАЇНИ У ГАЛУЗІ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

This paper will substantiate the author’s version of the historical and genetic analysis of the governmental policy that independent Ukraine has applied in the field of general secondary education. The main methodology tool, employed by the author, was the historiographical analysis of selected documentary, archival, scientific, and sociological sources, traced on the basis of historical-genetic approach in combination with such methods as systemic analysis, which enabled the authors to provide a holistic study of the educational policy, and comparative approach, which is the basis for interpreting changes in educational policy. The article critically reviews the development of the state educational policy on reforming school education through the activities of the Ministry of Education and Science of Ukraine within the timeframe of the initial fifteen years of Ukraine’s independence. The objectives of the study are to substantiate the most prominent strategies and tactical steps, as well as programmers for their implementation in high school practice based on a discursive analysis of an array of documentary and scientific sources. Th author proposes and substantiates the notion of «a tendency in the State’s educational policy», explains the demarcation between the offered term and the concepts of «a direction of educational policy»; at the same time, the concept of «educational policy of the state» is specified. The author proves that changes in strategic goals in education are a consequence of changes in the political course of the country. Therefore, on gaining sovereignty, the first key strategy of Ukrainian education was aimed at building national statehood; consequently, the development of school education, as well as the educational sector in general, was directed towards nation-building priority. Finally, the study discusses the process of building and adopting the following strategy for the development of Ukrainian education, including school education, at the turn of the century, that is, the European integration policy direction of the country’s development on the whole and its education sector in particular

Attribution of the manuscript of The Life of Peter the Great and specifics of the Slavonic-Serbian language in the works of Zaharij Orfelin

The article analyses the problem of the authorship of an anonymous manuscript on the history of Russia in the time of Peter the Great, which today is part of the library of the Institute of East European History at the University of Vienna. The hypothesis proposed is that this is the first part of the work of the famous Serbian enlightener Zaharija Orfelin, The Life and Glorious Deeds of Peter the Great, and a further assumption is given on where the second part of the manuscript may be located. The literary language in Orfelin’s work is a vivid manifestation of the so-called “Slavonic-Serbian” language. Attention is drawn to the use by Orfelin of different language systems in different literary genres - for example, The Life of Peter was written in the “Slavonic-Serbian” language, poetry was mainly in Serbian, and political treatises, such as Representation, were written in German. Orfelin paid particular attention to the development of school education and within a short time published a number of textbooks for Serbian children: in 1766, the Latin ABC Book with a short dictionary translated into the Slavonic-Serbian language was published, followed a year later by First elements of the Latin language containing Latin grammar and didactic dialogues, and in 1767 by the ABC of the “Slavonic [slavenskij] language”, which was the first Serbian alphabet and used in primary schools in Serbia until the end of the nineteenth century. Of interest are Orfelin’s less studied contacts with other representatives of the Revival among southern Slavs. The conclusion illustrates Orphelin’s attitude to the reforms of Maria Theresa in the field of religion and education.

Stimulating Primary School Children's Creativity

Stimulating primary school children’s creativity is appointed as one of the essential keys to the educational system 's progress. The main purpose of the paper arrives from the necessity for different fields of the current society to stimulate primary school children's creativity, who are bound to lead to original and creative solutions. This subject highlights the importance of stimulating primary school children’s creativity in the context of current education. The approach in the debate deals with the link between creative thinking and creative problem solving alongside the importance of stimulating primary school children's creativity. A great experience for primary school education development includes creative thinking and creative problem solving. Creativity involves the process of divergent thinking that includes the beginning of wonderful ideas, creating new connections, expanding the limits of knowledge and split of ideas, which are old. When the children's divergent thinking is boosted, it enormously helps to maintain children's motivation for extended learning.. In the same way, encouraging primary school children to keep on generating original and new ideas fosters their creative-thinking abilities. Personal characteristics of a child can influence a certain grade in stimulating the creativity. Children develop quite complex skills when they begin to be familiar with problem solving skills and develop creative thinking. Therefore, their creative characteristics should be developed and in the same way, provide creative learning opportunities and inspiring, original lessons. A variety of studies that contained creativity included stimulating primary school children’s creativity. This aspect represents global educational progress to society and the current study provides a better view of creativity.

Реформовчий потенціал шкільної освітньої політики Міністерства освіти і науки України (2000 – поч. 2005)

Grounded on the historiographic analysis of legislative, documentary, scientific, sociological sources, carried out on the basis of systemic and interdisciplinary approaches, the deployment of state policy in the field of secondary general education in Ukraine is presented in chronotopic integrity. The subject of the research is the activities of the Ministry of Education and Science of Ukraine (within the chronological boundaries of 2000 – early 2005) as a representative and generator of the state policy in the field of school education development. The issue of analysis were the concepts of «reforming of education» as the development of a strategy for changes in the school policy of the state and the concept of «modernization of education» as the production and implementation of conceptually new tactical tasks aimed at the implementation of strategic plans. It is substantiated that the activities of the Ministry of Education and Science of Ukraine in the period under study had an active reformatory character and became the second period of reforming the school educating sphere in the history of independent Ukraine. In our opinion, the first is the period of 1991-1993. The work of the Ministry of Education and Science of Ukraine in 2000 – early 2005 years was aimed at implementing a new European integration strategy by means of radically modernized tactical steps (introducing and developing state standards of education, an individualized 12-point scale for assessing students' educational achievements, updating the content of the secondary education and ensuring its variability, the transition to a 12-year period of school education and gradual profile of the senior school, the producing of general educational concepts for the modernization of a secondary school, primarily in the aspect of its informatization and computerization, the purposeful formation of the civic qualities, an ecological worldview in children and youth), which corresponded to the realities of globalization processes. The European integration path of development of both the state itself and the education system was combined with the establishing the pedocentric paradigm in school education. At the same time, the reform activities of the Ministry of Education and Science of Ukraine retained elements of rational continuity in developing of the previous modernization changes in the field of school education (increasing the number of schools with the Ukrainian language of learning, deepening the processes of individualization of education). The projects of the Ministry of Education and Science of Ukraine during the period under the study also concerned the urgent educational and social aspects of school modernization – the beginning of the implementation of the «School Bus» program, the state «Teacher» program aimed at improving the social status of the teacher.

Особенности и приоритеты формирования современной образовательной политики Королевства Саудовская Аравия

An important part of the social policy of the King-dom of Saudi Arabia is establishing effective primary and secondary education. By the beginning of the 21st century, the country achieved great success in this direction. In a fairly short historical period, the monarchy made its way from population’s general illiteracy to the modern stage of the developed sys-tem of secondary education. The paper analyzes the state and problems of school education devel-opment in the Kingdom of Saudi Arabia. There are described specific features of high school manage-ment, as well as different aspects of correcting defi-ciencies in educational activities. The study consid-ers some ideas presented in the textbooks and which line up with modern education policy of the state. The authors come to the conclusion that the key features of modern secondary education in the Kingdom of Saudi Arabia are the dominant role of the state, the priority of national traditions over out-dated religious dogmas with a noticeable influence of moderate Islamic traditions.

Implementation of Inclusive Education in Schools Under Local Government Jurisdiction: A Study of South Kalimantan Province in Indonesia

Abstract This paper examines the practice of inclusive education in schools under the jurisdiction of South Kalimantan Province, Indonesia. According to law, the education system must be inclusive; therefore, schools are required to acknowledge all groups of kids, incorporating those with special educational needs (SEN). This study highlights the state of inclusive education in schools, which includes the implementation of its policies by school administrators, proper management by teachers, and the community’s perception. Primary data were obtained from surveys and interviews with 100 school administrators, 500 teachers, 45 parents of SEN students, and numerous stakeholders. The study shows that local government policies have resulted in the development of inclusive education in schools located in South Kalimantan. It also indicates that, most school leaders and parents of non-SEN students support its utilization in classrooms, and are willing to work with SEN students. In practice, the implementation of inclusive education varies from one school to another depending on the perceptions of administrators and the will of teachers.

Reconstruction of Islamic Education (Study of Islamic Education Thoughts of Prof. Dr. Muhaimin, M.A.)

The aims of this paper is to examine the thoughts of Prof. Dr. Muhaimin. MA about the reconstruction of Islamic education. The development of Islamic education in schools is a culture of quality and quantity and will be used as a platform, values, enthusiasm, attitudes, and behaviors for education as a lactor in the school environment. Muhaimin offers a reconstruction of Islamic education by offering a modernization paradigm in education because it was considered more ideal to be applied in the arena of the development of Islamic education. Meanwhile, the educational theory used was in accordance with the education theories of the Neo-modernists namely by continuing to actualize old theories that were still compatible with the demands times accompanied by new innovations in education. In that context, renewal of Islamic education according to Muhaimin must be done by conducting integrated and multicultural-based education. The idea of renewing Islamic education offered includes implementing Islamic Religious Education learning that is integrated with a multicultural-based approach to inquiry and Islamic education, namely developing education through the learning of contextual and research-based Islamic religion. Actualization of the thought above is based on the modernization paradigm and Neo-modernist theory both at university and at school.

КРАЄЗНАВЧА КОМПЕТЕНТНІСТЬ УЧИТЕЛІВ ГЕОГРАФІЇ В ІННОВАЦІЙНОМУ РОЗВИТКУ

У статті виокремлено й схарактеризовано сутнісні ознаки формування краєзнавчої компетентності вчителів географії в інноваційному розвитку шкільної освіти, особливості і, головне, можливості формування досліджуваного феномена і його вплив на розвиток і саморозвиток вчителя. Актуалізовано, що саме краєзнавча компетентність вчителя географії передбачає володіння глибокими знаннями з конкретної галузі професійної діяльності (у нашому трактуванні з організації і здійснення суто краєзнавчої роботи дітей та учнівської молоді), сформовану стійку мотиваційно-емоційну установку на досягнення високого результату власної професійної діяльності, на розвиток здібностей, особистісних якостей, творчого ставлення до навчання зростаючої особистості. Відтак, краєзнавчу компетентність учителів географії визначено й обґрунтовано як багатофакторну особистісну якість, у структурі якої усталеними є наступні компетенції: мотиваційна; емоційно-ціннісна; активно-пізнавальна; предметно-професійна; саморозвитку; дослідницька. Розкрито й схарактеризовано ознаки самостійності вчителя географії у розвитку своїх професійних знань, умінь і навичок з організації і здійснення краєзнавчої роботи дітей та учнівської молоді у школі. Враховуючи сутність і специфіку організації і здійснення вчителем географії навчально-пізнавальної, пошуково-експериментальної і дослідницької діяльності краєзнавчого спрямування та конкретної суспільно корисної, масової чи природоохоронної роботи учнів, визначено рівні її здійснення.

KAZAKHSTAN EDUCATION SYSTEM BREAKTHROUGH, HAVING OVERCOME THE TRAGIC EVENTS IN THE HISTORY OF KAZAKH PEOPLE

This paper deals with the development of education in Kazakhstan during the historical period from the beginning of the First World War until nowadays, how Kazakh people, having 2% of the population being educated by the time of the October Revolution, came to the present results. The purpose of the study is to show the great changes in the literacy of people, how after one century, in 2017, Kazakhstan ranked the 4th place among 137 countries of the world in terms of primary education according to the Global Competitiveness Index. The author pays much attention to the situation in the country during the twentieth century, the tragic events in the history of Kazakh people. The aim of the author is to give the analysis of the influence of more than seventy years of Soviet power on education, which established a strict order of teaching Russian language in Kazakh schools. The policy of “Russification” of education had an impact on the development of school education in Soviet Kazakhstan. Training of highly qualified scientific experts, engineers of different spheres of industry have become the foundation for the develop- ment of large-scale industrialization nowadays.110 countries in the world consume more than 500 types of products, manufactured in Kazakhstan, though even at the beginning of the XXI century, Kazakhstan was not well known in the globe. It is the evidence of the breakthrough of the new educational model and the model of economic development in the country. Key words: education, population, literacy, approach, transit.

Development of School Education in the Vologda Governorate (1725–1917). Part 1

Development of School Education in the Vologda Governorate (1725–1917). Part 1

Quality Monitoring of School Education and Evaluation Platform Based on Big Data

The Collection and analysis of quality monitoring data of Schools. I consider this data along with combination of effective and efficiency processing of big data and data interpretation, evaluation, and monitor the status of school education and construct a school education quality monitoring and evaluation platform. The platform is teaching centred with schools including system of collecting data, analysis of data, systematic data storage and other areas [1]. With the application of the school education quality monitoring platform, it is possible to understand the current scenario of the development of school education scientifically, and provide the good decision making to the schools administration department.

UPAYA MEMBANGUN PROFESIONALISME GURU PENDIDIKAN DASAR DALAM ERA GLOBALISASI MELALUI KEMITRAAN SEKOLAH

This paper aims to convey ideas on how to construct professionalism of Secondary Education teachers in the global era through school partnership programs. The advancement of education can be demonstrated by educators in schools through their teaching process who still do subject matter centered, but who are expected to have to do a community life centered. The author conducts information gathering and opinions as a means of resolving and understanding the importance of a school partnership to build the quality of education at school. Partnership Schools play a very important role in the development of quality education in schools, where teachers in schools are expected to know the environmental conditions of students; school principals and teachers are expected to be able to utilize existing resources in the community/public; schools must work with organizations and agencies that have important tasks for students. Increasing teacher professionalism in schools to improve education quality.

Strategi Pengembangan Program Sekolah Adiwiyata Nasional di Tingkat SMA Kota Pekanbaru

School is an important vehicle for educating and fostering people to understand and understand a science. In realizing a caring and cultured school, the school community needs to be involved in various environmental learning activities. In addition, schools are also expected to involve the surrounding community in conducting various activities that benefit both the school community, the community and the environment. These activities include creating extracurricular / curricular activities in the field of participatory-based environment in schools, participating in environmental action activities carried out by outsiders, building partnership activities or initiating the development of environmental education in schools, management and development of school supporting facilities. . School is a community that consists of students, teachers, principals, and administration and employees which is one of the effective mediums for learning and awareness of school residents. So that individuals, ranging from teachers, students and workers are involved in efforts to stop the rate of environmental damage caused by human hands. Creating a caring and cultured school requires a school management strategy that supports the implementation of environmental education by all school members in accordance with the basic principles of the Adiwiyata Program which is participatory and sustainable.

Теоретичні засади розвитку шкільної освіти в Україні (друга половина ХХ століття)

Теоретичні засади розвитку шкільної освіти в Україні (друга половина ХХ століття)

Theoretical-Pragmatic Overview of Learning Motivation

The article discusses the motivation to learn as a part of the subject-subject pedagogical interaction. It is presented as an active multifaceted pedagogical, psycho-age and social problem. And also as a problem related to the overall development of school education. The problem of motivation in the school environment is considered theoretically. On this basis, references are made to the various practical situational models proposed in the scientific literature. Motivation is shaped as a specific problem area that is directly related to the school environment; the intellectual and cognitive development of the student; methodical and didactic skills of the teacher.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ СВІДОМОСТІ УСПІШНОЇ ОСОБИСТОСТІ ЯК СКЛАДНИК СУЧАСНОЇ ОСВІТИ ТА ВИХОВАННЯ

In the articles the authors exposed basic aspects of ecological consciousness forming of successful personality in the conditions of preschool, school and out-of-school education. As forming of the base valued orientations is on the period of preschool and school education development is seen actual for the child of ecological consciousness, as one of main components of successful personality. Except this, an important role is played by out-of-school establishments and domestic environment, in particular paternal models of behavior, that serve as the prepared examples of behavior for personalities in the period of their forming. School course of natural disciplines, helps students to realize the value of nature for society, to understand that nature is a basic source of satisfaction of vital and spiritual necessities of the mankind, to realize the necessity of responsible attitude toward it. Implementation assists in the development of the valued orientations the students of practical works, that have an estimating aspect. In the article authors pay attention to development of the valued orientations personality facilities of ecological education: acquisition by the schoolchildren of experience correctly, critically to estimate the behavior in the wild, acts of other people, elect a line or model of communicative activity behavior, that answers the laws of Humanity, Nature and Society. The higher expounded material testifies that ecological to the competence of modern successful personality formed in the system of education in continue all period of studies from establishments of preschool, secondary, professional and higher education. Exactly initial and middle school must form an ecological competence as component part of harmonious and successful personality. As exactly, in the period of preschool and school education is on forming of integral personality. Except it, an important role, forming of ecological consciousness is played by out-of-school establishments and domestic Формування екологічної свідомості успішної особистості як складник сучасної освіти та виховання 268 environment in particular paternal models of behavior, that serve as the prepared examples of behavior exactly for personalities, in the period of their forming.

Проблема развития педагогической культуры школьников в условиях модернизации педагогического образования в России

The article discusses the patterns and reasons of the development of pedagogical initiative and schoolchildren’s creative work; develops the idea of the influence of the pedagogical culture of schoolchildren on national education, and raises the issue of the pedagogical talent of students. The authors note that the Russian pedagogical education today faces challenges that are connected with the new quality of the teacher’s pedagogical culture, based on the ability to transform the traditional practices of the industrial education model into pedagogical solutions that meet the challenges of the 21st century. It is concluded that at present pedagogical initiatives of schoolchildren are emerging and developing in Russian education. There is a need for a comprehensive understanding, scientific substantiation and scientific and methodological support of creative proposals of schoolchildren in the field of education, since the development of the pedagogical culture of the younger generation can not only create the basis for the development of school education, but also become a valuable and technological foundation for the modernization of national education.